INTRODUCTION An Error Analysis On Recount Text Written By Students Of Accounting Education: A Case Study On English Tutorial Program (ETP) At Muhammadiyah University Of Surakarta.
CHAPTER I
INTRODUCTION
A. Background of the Study
In this era of globalization, it is important to learn the English language. As
applicable at Muhammadiyah University of Surakarta, English is a compulsory
subject that must be studied by the students of all faculties. However, not all students
get a thorough knowledge of the English language. For that reason, LPIDB has
created a new program, namely English Tutorial Program (ETP).
English Tutorial Program is designed for all students of non-English
department especially to add the knowledge of the English language in verbal and
written form. Students are acquiring a basic knowledge of English such as a simple
conversation, grammar, tenses and so forth. ETP is given to students in the first and
second semester every Saturday and accompanied by a tutor that has been trained.
ETP is happily studied by all students of non-English department one of them is
students of Accounting Education. Each week the students will be given different
materials in the learning process. The materials include past experience, describing
something, giving direction and others. As one of the materials is past experience,
the tutor gives the task to write a recount text for students about their own past
experiences. The recount text is written to retell past event with the purpose of
informing or entertaining the audience (or both) E.g. I was in Jakarta last week. In
the recount text, the construction is using past tense because recount text retells the
past event.
English involves four kinds of language skills, namely reading, listening,
speaking, and writing. One of them is writing skills, writing is one of the basic skills
of the English language to learning English. According to Tiwari (2005: 120),
writing is a complex process for writers to explore their own thoughts and ideas and
make them visible and concrete. The main purpose of the learners’ writing activity is
to catch grammar, spelling, and punctuation errors (Leki in Fauziati, 2010: 46).
Writing involves more basic skills than perhaps any other, good writing skills
allowed you to communicate your message with clarity.
1
2
Essentially, writing needs good knowledge and hard thinking when the
students produce words, sentences, and a paragraph at the same time with good
English grammar. English is known as a foreign language which is rarely primarily
used by the general public. In Indonesia, a learner usually has more difficulty in
learning a foreign language, because of the English grammar is more complicated
than Indonesian grammar.
Making errors are a common problem for the non-English students at UMS,
and they usually make errors when writing. For non-English department students,
English is a difficult subject for them. Actually, in practicing writing English most of
the students are still making mistakes in grammar, structure, vocabulary, and a
mechanism consisting of a preposition and spelling. The differences between
Indonesian language and English language make students confused when they write
the sentences in English.
Error analysis is a branch of applied linguistics. Error is a part of learning.
James in Fauziati (2016: 105) indicated that an errors express the teacher what needs
to be taught, express the researcher how learning process, and its means whereby
learners test their hypotheses about the second language”. It means that the learners
have something developing in their learning process to achieve the target goal. The
Error is different from mistakes, errors arise only when there was no intention to
omit one, but a mistake is a fault made by a learner where the learner is able for
correcting a fault and is not intended, it is then called mistakes (James, 1998).
Based on the purpose of analysis, errors are usually classified according to
the language component which include morphological, syntactical, and discourse
error (Fauziati, 2016). So, the researcher categorizes the errors made by students
based on the language.
Error analysis in recount text is very necessary. There are some benefits of
error analysis in writing recount text. First, the writer can help teachers to find the
dominant error written by students. Second, the writer can help students to solve their
problems in learning the second language, especially in writing recount text. All of
the teachers have purposed to make the students understand the texts, and to improve
their skill in writing and to make students write sentences correctly.
3
The researcher gets data from Accounting Education students in English
Tutorial Program (ETP) at Muhammadiyah University of Surakarta. The following
sentences are the examples of errors written by Accounting Education students:
“There I swiming with father and brother” is categorized into morphological error.
The word “swimming” has misordering of spellings because the word “swimming” is
very influence the content of the sentence. The correct word is “swimming”. The
error happens in the morphological aspect. An analysis of the sentence is wrong used
of the article is categories into syntactical error; “before home we took [ ] time to eat
first” should be written “Before home we took a time to eat first”. In the sentence, it
is finding the type of error called omission. The other error happens on the sentence
“The view [ ] very beautiful”. The sentence should be written “The view was very
beautiful”. The error has omitted (was) as the predicate of the sentence. It has
influenced the content of the sentence and wrong on the grammatical.
After the current study categorizes the error based on the language
component, the next discussion is remedial teaching. The most important in the
remedial teaching is helping the learners’ have more better progress in writing
recount text and they do not make errors again in the other times. Most of students
still make the errors, or they do not understand the elements of writing recount text.
Based on the phenomena above, the current study was interested to take the
title “AN ERROR ANALYSIS ON RECOUNT TEXT WRITTEN BY
STUDENTS OF ACCOUNTING EDUCATION: A CASE STUDY ON
ENGLISH
TUTORIAL
UNIVERSITY
PROGRAM
OF
(ETP)
AT
MUHAMMADIYAH
SURAKARTA”.
B. The scope of the Study
In this research, the current study limits the research on discussion of error
analysis in writing recount text, which has been written by students of Accounting
Education on English Tutorial Program (ETP) at Muhammadiyah University of
Surakarta.
4
C. Research Question
The research question of the research is related to analyze errors found in
recount text written by students of Accounting Education in English Tutorial
Program (ETP) at Muhammadiyah University of Surakarta. The research question in
this research as follows:
1. What are the types of morphological error found in recount text written by the
students of Accounting Education on English Tutorial Program (ETP) at
Muhammadiyah University of Surakarta?
2. What are the types of syntactical error found in recount text written by the
students of Accounting Education on English Tutorial Program (ETP) at
Muhammadiyah University of Surakarta?
3. What are the types of discourse error found in recount text written by the
students of Accounting Education on English Tutorial Program (ETP) at
Muhammadiyah University of Surakarta?
4. What is the frequency of the type of error found in recount text written by the
students of Accounting Education on English Tutorial Program (ETP) at
Muhammadiyah University of Surakarta?
5. What are the sources of error found in recount text written by the students of
Accounting Education on English Tutorial Program (ETP) at Muhammadiyah
University of Surakarta?
D. Objective of the Study
Based on the research question, the objectives of this research are as follows:
1. To describe the types of morphological error found in recount text written by the
students of Accounting Education on English Tutorial Program (ETP) at
Muhammadiyah University of Surakarta.
2. To describe the types of syntactical error found in recount text written by the
students of Accounting Education on English Tutorial Program (ETP) at
Muhammadiyah University of Surakarta.
5
3. To describe the types of discourse error found in recount text written by the
students of Accounting Education on English Tutorial Program (ETP) at
Muhammadiyah University of Surakarta.
4. Identifying the frequency of errors found in recount text written by the students
of Accounting Education on English Tutorial Program (ETP) at Muhammadiyah
University of Surakarta.
5. Identifying the sources of error found in recount text written by the students of
Accounting Education on English Tutorial Program (ETP) at Muhammadiyah
University of Surakarta.
E. Significance of the Study
By doing this research, many significances can be gained. These
significances include practical and theoretical significances. The significances of the
study are stated as follows:
1. Practical Significance
There are two practical significances:
a. Students of English Tutorial Program (ETP)
The current study hopes that this paper can give a good feedback and
also evaluation for the students of non-English department to find and solve
their problem in English writing especially in recount text.
b. Tutor of English Tutorial Program (ETP)
The current study looks forward that this research will be useful to the
tutor in giving material to enhance the ability and expertise in English
language teaching, especially in teaching writing. And give input for the
tutor to solve the problem in teaching writing recount text. It might be a
very good reference for the tutor. The results of the study are expected to
provide some benefits for them in their teaching learning process of writing
in order to notice whether in which part of writing a text that the students
tend to make errors.
6
2. Theoretical Significance
a. The current study hopes that the result of the study can be used as the
references for those who conduct a research in errors analysis, especially
errors which are found in writing recount text. And also give beneficial to
those who are interested in analysis in writing, especially errors analysis
which is found in writing recount text.
b. The result of the research can be used to learn error analysis, mainly in the
applied linguistics study.
7
F. Research Paper Organization
The current study constructs the paper organization in order to make the
reader understand the content of the paper as follows:
Chapter I is introduction that consists of the background of the study, the
research question, the scope of the study, objective of the study, the significance of
the study, and organization of the research.
Chapter II is the review of related literature. It is consist of previous of the
study and theoretical review that is closely related to the topic, which includes
concept of mistakes and error, error analysis that consists of notion of error analysis,
implication of error analysis toward language teaching and learning, the procedure of
error analysis, the understanding of error, significant of error, classification of errors,
sources of error, remedial teaching and the written text especially recount text.
Chapter III is the research method, which presents of the type of research,
subject and object of the study, the place and time of the research, data and source of
data, method of collecting data, and technique of analyzing data and trustworthiness.
Chapter IV is research finding and discussion, which elaborates to
classification of errors based on combination linguistics category and surface
strategy taxonomy, the frequency of error, the dominant type of error, source of
error, and discussion of findings.
Chapter V is conclusion, pedagogical implication and suggestion that draws
of conclusion, pedagogical implication, suggestion for the teacher and for the next
researcher.
INTRODUCTION
A. Background of the Study
In this era of globalization, it is important to learn the English language. As
applicable at Muhammadiyah University of Surakarta, English is a compulsory
subject that must be studied by the students of all faculties. However, not all students
get a thorough knowledge of the English language. For that reason, LPIDB has
created a new program, namely English Tutorial Program (ETP).
English Tutorial Program is designed for all students of non-English
department especially to add the knowledge of the English language in verbal and
written form. Students are acquiring a basic knowledge of English such as a simple
conversation, grammar, tenses and so forth. ETP is given to students in the first and
second semester every Saturday and accompanied by a tutor that has been trained.
ETP is happily studied by all students of non-English department one of them is
students of Accounting Education. Each week the students will be given different
materials in the learning process. The materials include past experience, describing
something, giving direction and others. As one of the materials is past experience,
the tutor gives the task to write a recount text for students about their own past
experiences. The recount text is written to retell past event with the purpose of
informing or entertaining the audience (or both) E.g. I was in Jakarta last week. In
the recount text, the construction is using past tense because recount text retells the
past event.
English involves four kinds of language skills, namely reading, listening,
speaking, and writing. One of them is writing skills, writing is one of the basic skills
of the English language to learning English. According to Tiwari (2005: 120),
writing is a complex process for writers to explore their own thoughts and ideas and
make them visible and concrete. The main purpose of the learners’ writing activity is
to catch grammar, spelling, and punctuation errors (Leki in Fauziati, 2010: 46).
Writing involves more basic skills than perhaps any other, good writing skills
allowed you to communicate your message with clarity.
1
2
Essentially, writing needs good knowledge and hard thinking when the
students produce words, sentences, and a paragraph at the same time with good
English grammar. English is known as a foreign language which is rarely primarily
used by the general public. In Indonesia, a learner usually has more difficulty in
learning a foreign language, because of the English grammar is more complicated
than Indonesian grammar.
Making errors are a common problem for the non-English students at UMS,
and they usually make errors when writing. For non-English department students,
English is a difficult subject for them. Actually, in practicing writing English most of
the students are still making mistakes in grammar, structure, vocabulary, and a
mechanism consisting of a preposition and spelling. The differences between
Indonesian language and English language make students confused when they write
the sentences in English.
Error analysis is a branch of applied linguistics. Error is a part of learning.
James in Fauziati (2016: 105) indicated that an errors express the teacher what needs
to be taught, express the researcher how learning process, and its means whereby
learners test their hypotheses about the second language”. It means that the learners
have something developing in their learning process to achieve the target goal. The
Error is different from mistakes, errors arise only when there was no intention to
omit one, but a mistake is a fault made by a learner where the learner is able for
correcting a fault and is not intended, it is then called mistakes (James, 1998).
Based on the purpose of analysis, errors are usually classified according to
the language component which include morphological, syntactical, and discourse
error (Fauziati, 2016). So, the researcher categorizes the errors made by students
based on the language.
Error analysis in recount text is very necessary. There are some benefits of
error analysis in writing recount text. First, the writer can help teachers to find the
dominant error written by students. Second, the writer can help students to solve their
problems in learning the second language, especially in writing recount text. All of
the teachers have purposed to make the students understand the texts, and to improve
their skill in writing and to make students write sentences correctly.
3
The researcher gets data from Accounting Education students in English
Tutorial Program (ETP) at Muhammadiyah University of Surakarta. The following
sentences are the examples of errors written by Accounting Education students:
“There I swiming with father and brother” is categorized into morphological error.
The word “swimming” has misordering of spellings because the word “swimming” is
very influence the content of the sentence. The correct word is “swimming”. The
error happens in the morphological aspect. An analysis of the sentence is wrong used
of the article is categories into syntactical error; “before home we took [ ] time to eat
first” should be written “Before home we took a time to eat first”. In the sentence, it
is finding the type of error called omission. The other error happens on the sentence
“The view [ ] very beautiful”. The sentence should be written “The view was very
beautiful”. The error has omitted (was) as the predicate of the sentence. It has
influenced the content of the sentence and wrong on the grammatical.
After the current study categorizes the error based on the language
component, the next discussion is remedial teaching. The most important in the
remedial teaching is helping the learners’ have more better progress in writing
recount text and they do not make errors again in the other times. Most of students
still make the errors, or they do not understand the elements of writing recount text.
Based on the phenomena above, the current study was interested to take the
title “AN ERROR ANALYSIS ON RECOUNT TEXT WRITTEN BY
STUDENTS OF ACCOUNTING EDUCATION: A CASE STUDY ON
ENGLISH
TUTORIAL
UNIVERSITY
PROGRAM
OF
(ETP)
AT
MUHAMMADIYAH
SURAKARTA”.
B. The scope of the Study
In this research, the current study limits the research on discussion of error
analysis in writing recount text, which has been written by students of Accounting
Education on English Tutorial Program (ETP) at Muhammadiyah University of
Surakarta.
4
C. Research Question
The research question of the research is related to analyze errors found in
recount text written by students of Accounting Education in English Tutorial
Program (ETP) at Muhammadiyah University of Surakarta. The research question in
this research as follows:
1. What are the types of morphological error found in recount text written by the
students of Accounting Education on English Tutorial Program (ETP) at
Muhammadiyah University of Surakarta?
2. What are the types of syntactical error found in recount text written by the
students of Accounting Education on English Tutorial Program (ETP) at
Muhammadiyah University of Surakarta?
3. What are the types of discourse error found in recount text written by the
students of Accounting Education on English Tutorial Program (ETP) at
Muhammadiyah University of Surakarta?
4. What is the frequency of the type of error found in recount text written by the
students of Accounting Education on English Tutorial Program (ETP) at
Muhammadiyah University of Surakarta?
5. What are the sources of error found in recount text written by the students of
Accounting Education on English Tutorial Program (ETP) at Muhammadiyah
University of Surakarta?
D. Objective of the Study
Based on the research question, the objectives of this research are as follows:
1. To describe the types of morphological error found in recount text written by the
students of Accounting Education on English Tutorial Program (ETP) at
Muhammadiyah University of Surakarta.
2. To describe the types of syntactical error found in recount text written by the
students of Accounting Education on English Tutorial Program (ETP) at
Muhammadiyah University of Surakarta.
5
3. To describe the types of discourse error found in recount text written by the
students of Accounting Education on English Tutorial Program (ETP) at
Muhammadiyah University of Surakarta.
4. Identifying the frequency of errors found in recount text written by the students
of Accounting Education on English Tutorial Program (ETP) at Muhammadiyah
University of Surakarta.
5. Identifying the sources of error found in recount text written by the students of
Accounting Education on English Tutorial Program (ETP) at Muhammadiyah
University of Surakarta.
E. Significance of the Study
By doing this research, many significances can be gained. These
significances include practical and theoretical significances. The significances of the
study are stated as follows:
1. Practical Significance
There are two practical significances:
a. Students of English Tutorial Program (ETP)
The current study hopes that this paper can give a good feedback and
also evaluation for the students of non-English department to find and solve
their problem in English writing especially in recount text.
b. Tutor of English Tutorial Program (ETP)
The current study looks forward that this research will be useful to the
tutor in giving material to enhance the ability and expertise in English
language teaching, especially in teaching writing. And give input for the
tutor to solve the problem in teaching writing recount text. It might be a
very good reference for the tutor. The results of the study are expected to
provide some benefits for them in their teaching learning process of writing
in order to notice whether in which part of writing a text that the students
tend to make errors.
6
2. Theoretical Significance
a. The current study hopes that the result of the study can be used as the
references for those who conduct a research in errors analysis, especially
errors which are found in writing recount text. And also give beneficial to
those who are interested in analysis in writing, especially errors analysis
which is found in writing recount text.
b. The result of the research can be used to learn error analysis, mainly in the
applied linguistics study.
7
F. Research Paper Organization
The current study constructs the paper organization in order to make the
reader understand the content of the paper as follows:
Chapter I is introduction that consists of the background of the study, the
research question, the scope of the study, objective of the study, the significance of
the study, and organization of the research.
Chapter II is the review of related literature. It is consist of previous of the
study and theoretical review that is closely related to the topic, which includes
concept of mistakes and error, error analysis that consists of notion of error analysis,
implication of error analysis toward language teaching and learning, the procedure of
error analysis, the understanding of error, significant of error, classification of errors,
sources of error, remedial teaching and the written text especially recount text.
Chapter III is the research method, which presents of the type of research,
subject and object of the study, the place and time of the research, data and source of
data, method of collecting data, and technique of analyzing data and trustworthiness.
Chapter IV is research finding and discussion, which elaborates to
classification of errors based on combination linguistics category and surface
strategy taxonomy, the frequency of error, the dominant type of error, source of
error, and discussion of findings.
Chapter V is conclusion, pedagogical implication and suggestion that draws
of conclusion, pedagogical implication, suggestion for the teacher and for the next
researcher.